Action research and educational technology: Cultivating disruptive learning
Abstract
Nowadays, teaching and learning in South African university classrooms seem to be most prominently spoken of in relation to transformation. In this article, I argue as to why action research offers a pedagogical approach to enhance transformative (disruptive) learning in university classrooms. Firstly, I give an account of action research and how it came to manifest in university education. Secondly, I show as to how educational technology can be used to enhance disruption within pedagogical encounters. And, thirdly, in relation to democratic educational theory I show as to how, using Jacques Ranciere’s ideas of disruption and coming to speech can enhance learning through action research.
Downloads
Copyright (c) 2018 Faiq Waghid
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0
